The relationship between the power resources used by school administrators working in secondary schools and the organizational silence behaviours of teachers (Muğla/Menteşe sample)

In the study, it was aimed to determine the relationship between the power sources used by school principals working in secondary education institutions and the organizational silence behaviours of teachers. For this purpose, 512 teachers working in state high schools (of all types) in Menteşe District of Muğla constitute the universe of the research and it was calculated to reach 218 high school teachers for 0.05 sampling error. Considering the possible problems in the return of the scales, it is planned to reach 250 teachers. Within the framework of this plan, 305 teachers were reached, more than planned, and a face-to-face questionnaire was applied. 295 of the questionnaires are valid and the research data were obtained through these questionnaires. In the research, Organizational Power Scale at Schools developed by Yılmaz and Altınkurt (2013) and Organizational Silence Scale for Teachers developed by Kahveci and Demirtaş (2013) were used as data collection tools. Relational survey model, one of the quantitative research methods, was used in the research. In order to determine whether the scores obtained from the Power Types Scale and Organizational Silence Scale sub-dimensions differ according to demographic variables, t-test for paired groups and one-way analysis of variance (ANOVA) for groups with three and more than three were used. According to the results of one-way analysis of variance, the Post Hoc Tukey test, one of the multiple comparison tests, was used to determine the source of the significant difference. Correlation and regression analyzes were applied to determine whether there is a relationship between organizational power sources used by school principals and organizational silence behaviours of teachers. According to the teachers who participated in the research, the perception of the teachers towards the power sources used by the school principals does not differ significantly according to their seniority, education level, marital status, type of school, the number of teachers working in the school and union membership status; It has been determined that there is a significant difference only in the dimension of reward power according to the gender variable and only in the dimension of expertise power according to the age variable. In the examination of teachers' perceptions of the dimensions of the organizational silence scale, there is no significant difference according to the variables of gender, educational status, marital status, school type, number of teachers working in the school and union membership; It was concluded that there was a significant difference according to the age and seniority variable. As a result of the correlation analysis, the relationship between teachers' perception of power sources and the dimensions of organizational silence perceptions; negative direction between all dimensions of organizational silence, organizational power resources and reward power, expert power and charismatic power; It was concluded that there is a positive relationship between all dimensions of organizational silence and coercive power. As a result, it has been determined that organizational power sources are a predictor of organizational silence.